By Essie Sutton
Educators are increasingly concerned about students’ mental health and well-being. Long before the COVID-19 pandemic, research linked isolation and loneliness to psychological symptoms across childhood and adolescence. The social distancing and stay-at-home measures introduced at the start of the pandemic have since been associated with higher reports of depression and anxiety among students.
Studies also indicate that these negative effects were often magnified for students who were already disadvantaged or marginalized prior to the pandemic—particularly students of color and those from lower socioeconomic backgrounds. Conversely, students who maintained a sense of connection during the pandemic were less likely to report internalizing symptoms such as depression, anxiety, and stress.
Beyond fostering supportive relationships, teachers and school staff can take concrete steps to support students’ mental health and social-emotional development. Below are four evidence-informed recommendations for educators, aligned with Multi-Tiered System of Supports (MTSS) principles and focused on practical classroom and schoolwide strategies.
1. Prioritize Relationship Building and Social-Emotional Learning (SEL) at Tier 1
When schools address mental health, attention often goes first to students needing intensive support. However, preventive work at the Tier 1 level—embedded in core classroom instruction—is essential. Tier 1 SEL and relationship-building practices reduce the likelihood of behavioral and emotional problems schoolwide and create a foundation for all students’ well-being.
Positive relationships with teachers and staff are a critical protective factor, especially for students who receive less support at home. Look for SEL programs and practices that emphasize connection and empathy. Integrate SEL into academic lessons through structured small-group discussions, cooperative problem-solving, and literature-based conversations that explore characters’ emotions and perspectives. These activities build social skills while reinforcing academic content.
Teachers should create opportunities to talk about feelings openly and supportively. While some educators may hesitate because they worry about responding to strong emotions or about their own comfort with these topics, professional development and peer support can build confidence. Training can help staff lead discussions about emotions, model appropriate responses, and apply developmentally appropriate strategies to promote students’ emotional literacy.
2. Use Valid, Reliable Assessments to Identify Students Needing Support
Accurate screening and assessment are essential for effective MTSS. It is important to distinguish between measures that assess social-emotional skills—such as cooperation, self-regulation, and problem-solving—and assessments that identify psychological symptoms like anxiety or self-harm. Universal behavioral and SEL screeners can flag students who are at increased risk for mental health concerns, but a positive screening result does not constitute a clinical diagnosis.
Universal screeners are useful for identifying students who may benefit from additional SEL instruction or targeted behavioral supports and for tracking patterns at the classroom or school level. When concerns emerge, specialists—such as school psychologists, counselors, or social workers—should conduct follow-up evaluations and coordinate information from teachers, caregivers, and other adults who know the student well.
3. Ensure Trained Staff Deliver Tier 2 and Tier 3 Interventions
Students showing early signs of mental health disorders or who are at heightened risk require evidence-based interventions delivered by trained professionals. These programs are not simply manuals or online activities students can use independently; they often require clinical knowledge, structured implementation, and ongoing professional oversight.
In some cases, teachers or paraprofessionals can be trained to deliver parts of a program under the supervision of a specialist. However, schools should avoid informal “homegrown” interventions for serious mental health needs. Instead, select programs developed by clinicians and researchers with a demonstrated evidence base and appropriate adaptations for school settings.
Schools can consult reputable clearinghouses and program registries to identify evidence-based interventions appropriate for youth and school contexts. When implementing targeted or intensive supports, ensure staff have the training, supervision, and fidelity monitoring needed to achieve positive outcomes.
4. Maintain Consistency and Communication Across Levels of Support
Tier 1 practices should complement and reinforce Tier 2 and Tier 3 interventions. Consistency across classroom, small-group, and individualized supports increases the chances that new skills will generalize and persist. District and campus MTSS teams can coordinate professional development, establish common language, and ensure staff use shared strategies to support SEL and behavior.
When a behavior coach or specialist teaches a student specific emotion-regulation strategies, classroom teachers should be informed and encouraged to reinforce those strategies during daily instruction. A supportive and inclusive classroom climate is essential so that skills learned in small groups or one-on-one sessions transfer to broader school contexts.
Ongoing communication may also involve coordinated collaboration with outside mental health providers. When appropriate and with proper consent, sharing basic data—such as behavior incident patterns or progress on school-based goals—helps clinicians and school teams make informed decisions. Confidentiality and written permission are legally and ethically required, but effective collaboration between schools, caregivers, and external providers is critical for comprehensive support.
When developing or adapting a school-based intervention plan for a student with mental health needs, best practice is to convene a multidisciplinary team. This team should include the school specialist overseeing the plan, classroom teachers, wraparound service providers, natural supporters (parents, guardians, coaches, or other trusted adults), and the student when appropriate. A full MTSS approach that addresses academic, behavioral, and mental health needs increases the likelihood that students will gain the skills they need to succeed in school and in life.
About the author
Essie Sutton is an applied developmental psychologist and the Director of Learning Science at Branching Minds. Her work integrates child development and educational psychology to improve learning and development for all students. Dr. Sutton studies how MTSS-informed practices affect academic, behavioral, and social-emotional outcomes and leverages research to strengthen school-based supports and learning platforms.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift to digital curriculum in education.